The present study was conducted at Lucknow District in Uttar Pradesh.

The purpose of this study is to

document how being involved in extra-curricular activities can influence development in
academics, social skills, and high school completion. 60 students of age group between 13 to 15
years comprised the sample of the study. Self made questionnaire for school students were
administered. Data was analyzed in term of percentage and t-test analysis. The statistical analysis
revealed that all the 6 types of extracurricular activities, viz. Yoga, Horse riding, Sport activities,
Dance, Music and Indoor and outdoor activities together showed significant role in impact of
extracurricular activities on students in Private School. Students who participate in extracurricular
activities generally benefit from the many opportunities afforded them. Benefits of participating in
extracurricular activities included having better grades, having higher standardized test scores and
higher educational attainment, attending school more regularly, and having higher a higher self
concept. Those who participate in out-of-school activities often have higher grade point averages,
a decrease in absenteeism, and an increased connectedness to the school.(Annu & Sunita, 2013)

Prior research has not examined how much of the socioeconomic status (SES) advantage on schooling
outcomes is related to participation in extracurricular activities. The authors explore the SES advantage
and extracurricular participation in elementary school–aged children, with a focus on noncognitive skills.
The authors argue that noncognitive skills mediate the influence of SES and extracurricular activities on
academic skills. Using data from the Early Childhood Longitudinal Study–Kindergarten Class of 1998–99,
the authors find that extracurricular participation explains a modest portion of the SES advantage in
noncognitive and cognitive skills. In addition, the influence of extracurricular participation on both
noncognitive and cognitive skills varies by children’s SES.(Covay & Carbonaro, 2010)

This paper examines the association between participation in school-based extracurricular activities
(ECAs) and adolescent adjustment (drinking, marijuana use, grades, academic attitudes and academic
aspirations) among students from six high schools. Three major issues were addressed: the potential
confounding of selective ECA participation by better adjusted students and measures of adjustment,
variability in the strength of the association between ECA participation and adjustment as a function of
adolescent demographic characteristics and activity type, and the role of peers as mediators of the
association between ECA participation and adjustment. Adolescents who participated in ECAs reported
higher grades, more positive attitudes toward schools, and higher academic aspirations once
demographic characteristics and prior adjustment were controlled. Alcohol and marijuana use were not
independently associated with ECA participation. The ECA-adjustment association did not vary by
demographic characteristics and did not appear to be mediated by peer characteristics. Those who
participated in non-sport ECAs reported consistently better adjustment than those who did not
participate in ECAs and those who participate in sports.(Darling, Caldwell, & Smith, 2005)

The present study was conducted at Lucknow District in Uttar Pradesh. The purpose of this study is to
document how being involved in extra-curricular activities can influence development in academics,
social skills, and high school completion. 60 students of age group between 13 to 15 years comprised
the sample of the study. Self made questionnaire for school students were administered. Data was
analyzed in term of percentage and t-test analysis. The statistical analysis revealed that all the 6 types of
extracurricular activities, viz. Yoga, Horse riding, Sport activities, Dance, Music and Indoor and outdoor
activities together showed significant role in impact of extracurricular activities on students in Private
School. Students who participate in extracurricular activities generally benefit from the many
opportunities afforded them. Benefits of participating in extracurricular activities included having better
grades, having higher standardized test scores and higher educational attainment, attending school
more regularly, and having higher a higher self concept. Those who participate in out-of-school activities
often have higher grade point averages, a decrease in absenteeism, and an increased connectedness to
the school.(Annu & Sunita, 2013)

This paper examines the association between participation in school-based extracurricular activities
(ECAs) and adolescent adjustment (drinking, marijuana use, grades, academic attitudes and academic
aspirations) among students from six high schools. Three major issues were addressed: the potential
confounding of selective ECA participation by better adjusted students and measures of adjustment,
variability in the strength of the association between ECA participation and adjustment as a function of
adolescent demographic characteristics and activity type, and the role of peers as mediators of the
association between ECA participation and adjustment. Adolescents who participated in ECAs reported
higher grades, more positive attitudes toward schools, and higher academic aspirations once
demographic characteristics and prior adjustment were controlled. Alcohol and marijuana use were not
independently associated with ECA participation. The ECA-adjustment association did not vary by
demographic characteristics and did not appear to be mediated by peer characteristics. Those who
participated in non-sport ECAs reported consistently better adjustment than those who did not
participate in ECAs and those who participate in sports.(Darling et al., 2005)

There is a growing concern that some youth are overscheduled in extracurricular activities, and that this
increasing involvement has negative consequences for youth functioning. This article used data from the
Educational Longitudinal Study (ELS: 2002), a nationally representative and ethnically diverse
longitudinal sample of American high school students, to evaluate this hypothesis (N = 13,130; 50.4%
female). On average, 10th graders participated in between 2 and 3 extracurricular activities, for an
average of 5 h per week. Only a small percentage of 10th graders reported participating in
extracurricular activities at high levels. Moreover, a large percentage of the sample reported no
involvement in school-based extracurricular contexts in the after-school hours. Controlling for some
demographic factors, prior achievement, and school size, the breadth (i.e., number of extracurricular
activities) and the intensity (i.e., time in extracurricular activities) of participation at 10th grade were
positively associated with math achievement test scores, grades, and educational expectations at 12th
grade. Breadth and intensity of participation at 10th grade also predicted educational status at 2 years
post high school. In addition, the non-linear function was significant. At higher breadth and intensity, the
academic adjustment of youth declined. Implications of the findings for the over-scheduling hypothesis
are discussed.(Fredricks, 2012)

This study aims to assess the prevalence of stress and burnout among preclinical medical students in a
private university in Beirut, Lebanon, and evaluate the association between extracurricular involvement
and stress and burnout relief in preclinical medical students. A cross-sectional survey was conducted on
a random sample of 165 preclinical medical students. Distress level was measured using the 12-item
General Health Questionnaire (GHQ-12) while that of burnout was measured through the Maslach
Burnout Inventory-Student Survey (MBI-SS). The MBI-SS assesses three interrelated dimensions:
emotional exhaustion, cynicism, and academic efficacy. Extracurricular activities were divided into four
categories: physical exercise, music, reading, and social activities. All selected participants responded. A
substantial proportion of preclinical medical students suffered from stress (62%) and burnout (75%).
Bivariate and multivariate regression analyses revealed that being a female or a 1st year medical student
correlated with higher stress and burnout. Music-related activities were correlated with lower burnout.
Social activities or living with parents were associated with lower academic efficacy. The high stress and
burnout levels call for action. Addressing the studying conditions and attending to the psychological
wellbeing of preclinical medical students are recommendations made in the study.(Fares et al., 2016)
Updating a previous systematic review of the literature, this review summarizes the literature over the
last 5 years on the relationship between school-based extracurricular activity participation and academic
achievement, substance use, sexual activity, psychological adjustment, and delinquency. The review also
considers mediators and moderators of these relationships. This review also discusses recent advances
in activity research including participation measurement (intensity, breadth, and duration), person-
centered approaches, and an exploration of the overscheduling hypothesis. The review reveals a mixed
picture of the relationship between activity participation and these adolescent developmental
outcomes. A call for continued exploration into measurement issues, analysis approaches, outcome
measures, and causal models of activities and adolescent functioning is made. © 2011.(Farb & Matjasko,
2012)

Students' experience of higher education comprises not only their academic studies but also their
extracurricular activities. This article reports on the findings from a mixed-methods research project,
exploring in detail the nature and value of extracurricular activity engagement and the significance of
institutional schemes encouraging extracurricular activity engagement, from a UK student perspective.
Our findings reveal that many students are actively engaged in a variety of extracurricular activities and
recognise their value for employability. However, fewer students are strategic in their patterns of
involvement, which may be hindered by a lack of career planning. Furthermore, extracurricular activity
engagement can be detrimental to academic study, and engagement alone does not assure
employability benefits. However, structured institutional schemes encouraging extracurricular activity
engagement may facilitate reflection, enabling students to make best use of their experiences for their
future careers. Our research contributes to a growing body of research evidence on 'life-wide learning'.
? The Author(s) 2013.(Thompson, Clark, Walker, & Whyatt, 2013)

Previous research has shown that participation in extracurricular activities in high school can promote
desirable outcomes, such as educational attainment and reduced problem behaviors, but little attention
has been paid to relations with psychological indicators of positive youth development (PYD). Moreover,
the potential importance of the degree to which young people find such engagement personally
meaningful toward these relations has been overlooked. This study investigated longitudinal relations
among extracurricular participation and multiple indicators of positive development in adolescence, and
explored whether personal meaningfulness of these domains moderated these relations. Results
showed that positive development was positively associated with participation in student leadership
and volunteering, and negatively associated with participation in the creative arts. Additionally, many of
the relations among extracurricular participation and positive development were moderated by activity
meaningfulness, typically in the negative direction. The discussion highlights future directions for
research on extracurricular participation, meaningful engagement, and PYD(Bundick, 2011)
Annu, S., & Sunita, M. (2013). Impact of Extracurricular Activities on Students. International Journal of
Humanities and Social Science Invention.

Bundick, M. J. (2011). Extracurricular activities, positive youth development, and the role of
meaningfulness of engagement. Journal of Positive Psychology.
https://doi.org/10.1080/17439760.2010.536775

Covay, E., & Carbonaro, W. (2010). After the bell: Participation in extracurricular activities, classroom
behavior, and academic achievement. Sociology of Education.
https://doi.org/10.1177/0038040709356565

Darling, N., Caldwell, L. L., & Smith, R. (2005). Participation in school-based extracurricular activities and
adolescent adjustment. Journal of Leisure Research.

Farb, A. F., & Matjasko, J. L. (2012). Recent advances in research on school-based extracurricular
activities and adolescent development. Developmental Review.
https://doi.org/10.1016/j.dr.2011.10.001

Fares, J., Saadeddin, Z., Al Tabosh, H., Aridi, H., El Mouhayyar, C., Koleilat, M. K., … El Asmar, K. (2016).
Extracurricular activities associated with stress and burnout in preclinical medical students. Journal
of Epidemiology and Global Health. https://doi.org/10.1016/j.jegh.2015.10.003

Fredricks, J. A. (2012). Extracurricular Participation and Academic Outcomes: Testing the Over-
Scheduling Hypothesis. Journal of Youth and Adolescence. https://doi.org/10.1007/s10964-011-
9704-0

Thompson, L. J., Clark, G., Walker, M., & Whyatt, J. D. (2013). “It’s just like an extra string to your bow”:
Exploring higher education students’ perceptions and experiences of extracurricular activity and
employability. Active Learning in Higher Education. https://doi.org/10.1177/1469787413481129